University Library Faculty and Staff Works

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This collection includes scholarly works such as pre-prints, post-prints, articles, and conference presentations authored by IUPUI University librarians and staff.


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Now showing 1 - 10 of 782
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    Making Internships Work! A Guide to the Care and Feeding of the Profession for the Working Archivist
    (2024-04-19) Rayman, Denise
    Internships are an important part of how we train the next generation of archivists, but hosting an intern can be yet another burden on the overworked archivist. In this presentation, Denise Rayman, who is the archives internship instructor for the IU Indianapolis Department of Library and Information Science and also supervises student workers at Ruth Lilly Special Collections and Archives, will share advice and ideas for how to make internships a great experience for both student and host. Topics will include: ethics of internships, conducting remote internships, developing meaningful work projects for interns, writing grant proposals that include internships, and how to pay interns.
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    Beyond the metrics: What do Wikipedia citations mean?
    (2024-06-06) MacIsaac, Olivia; Odell, Jere D.
    Recent studies have demonstrated that Wikipedia citations to scholarly articles may be correlated with higher citation rates in the scholarly literature. It is also the case that Wikipedia serves a key role in the dissemination of public knowledge. Wikipedia has supplanted most encyclopedias as a general knowledge source and is one of the ten-most visited web properties in the world. With this in mind some publishers have made a deliberate effort to contribute reliable, peer reviewed information from their venues to Wikipedia. In far many more cases, volunteer editors cite scholarly articles as needed when creating or improving Wikipedia entries. In this study, we examine citations to an interdisciplinary collection of mostly open access journals published in collaboration with an academic library. We measure the citation rate for these articles prior to and after Wikipedia citation. In addition to quantifying the prevalence of Wikipedia citations to these titles, we identify how these citations are used in Wikipedia. By completing a content analysis of these citations, we identify “impact” beyond a count of mentions. These results contribute toward a better understanding of the value of a Wikipedia citation.
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    Supporting faculty success through subversive advocacy
    (Commonplace, 2023-12-12) MacIsaac, Olivia; Coates, Heather L.
    Our library has encountered a variety of challenges when supporting faculty through the tenure and promotion process. The Indiana University Purdue University Indianapolis (IUPUI) campus standards and processes, like that of many others, preferentially reward outcomes and impact over the process of inquiry. Additionally, a narrow range of peer-reviewed products is preferred—journal articles, books, conference proceedings, etc. Given the emphasis on reputation and impact in our campus standards, candidates are expected to demonstrate that their research has had an effect on the world beyond campus. Thus, the range of evidence used in dossiers often centers on funding and citation-based metrics, with other metrics considered as secondary. Over the past decade, the research metrics services provided by our library to faculty candidates has evolved significantly. We began by retrieving traditional bibliometrics and teaching others how to do so. As we repeatedly encountered gaps in the data at the level of individual faculty members, we adopted a more proactive stance in our support. We continually advocate for broader consideration of the types of products that are valued, the range of evidence used in dossiers, and the types of impact discussed in statements. In many cases, we use evidence from the publishing and informetric literature to corroborate individual experiences and advocate for change. As our campus implements a new Diversity, Equity, and Inclusion (DEI) pathway for promotion and tenure, we are challenged to adapt so that we can effectively support faculty who choose this pathway. In this commentary, we will discuss the points of intervention to proactively engage with scholars.
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    Moving from piecemeal to systematic: Reprioritizing how academic libraries approach research information management
    (IOS Press, 2023-12-15) MacIsaac, Olivia; Polley, David E.
    This paper is based on a lightening talk given at the 2023 NISO Plus conference. The authors explore how research information management (RIM) workflows at universities are increasingly intersecting with library workflows, particularly regarding compliance with federal funding and preservation of the institution’s scholarly record. This paper outlines one academic library’s plan to shift from thinking about library-supported RIM services as a piecemeal approach to a more systematic approach that prioritizes open infrastructure. Though in its early stages of implementation, the authors seek to examine current RIM systems and services at their institution, expand on the current findings of U.S. activities brought forth in reports produced by OCLC and Lyrasis, and to identify local opportunities for library-supported RIM tools/services that are open and transparent. Specifically, this paper emphasizes the implementation and adoption of persistent identifiers, such as ORCID, but discussion will also cover other RIM systems and services.
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    Three Newly Uncovered Letters of George Armstrong Custer
    (Kent State University Press, 2024-04) Towne, Stephen E., 1961-
    Three letters written by George Armstrong Custer, previously unknown to historians and biographers, provide new details about President Abraham Lincoln's visits to the Army of the Potomac in 1862 and the battle of Antietam.
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    The ONEAL Project: Foundations Lesson Plans
    (2024-04-09) Macy, Katharine V.; Galvan, Scarlet; Fuson, Courtney
    This document provides the lesson plans developed for the ONEAL curriculum so that MLS/MLIS instructors who wish to include lessons from the curriculum can easily copy and paste the lessons into a learning management system (LMS) such as Canvas, Moodle, or Blackboard. These lesson plans were designed to be completed individually, so the “Time to Complete” note is the minimum amount of time the ONEAL team thinks it should take for a learner to complete the lesson based on the average time it took curriculum pilot testers to complete the curriculum asynchronously. The individual instructor can best determine which parts of the lesson will work best in class or as homework and how much time each should be given. If instructors choose to include group discussion and activities during a class session, the lesson may take more time. Additionally, if case studies are negotiated during class time or if instructors have an in-class debrief discussion of the negotiation experience that will also likely increase time.
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    Lesson: Contracts & Licensing
    (2024-04-05) Galvan, Scarlet
    This includes the lesson plans and materials that are part of the lesson on licensing and contracts in the foundations module of the curriculum developed by the ONEAL Project (Open Negotiation Education in Academic Libraries). Learners accessing these materials will be introduced to concepts and legal terms that are common in license negotiations for academic library resources.
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    ONEAL Glossary
    (2024-03-28) Fuson, Courtney; Macy, Katharine V.; Galvan, Scarlet
    Glossary for the curriculum created by the ONEAL Project (Open Negotiation Education for Academic Libraries).
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    Foundations Quizzes: Questions & Answers
    (2024-03-28) Macy, Katharine V.; Galvan, Scarlet; Fuson, Courtney
    This is a supplementary document for the lesson plans that provides a Question & Answer bank that MLS/MLIS instructors can use to create quizzes when using the Foundations curriculum of the ONEAL Project (Open Negotiation Education for Academic Libraries) in courses that teach negotiation skills to library students.
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    ONEAL's Gambit: Improving Library Advantage During the Game
    (2024-03-22) Macy, Katharine V.
    Negotiations are like a game of chess. There are strategies to deploy, moves and counter moves, sometimes you make sacrifices (concessions) to improve other positions. Like playing chess, it involves developing skills and lots of practice. The ONEAL Project (Open Negotiation Education for Academic Libraries) has been developing a foundational curriculum that provides open educational resources including videos, readings, hands-on assignments to teach negotiation strategies and introduce issues in contracts and licensing. This curriculum is launching in early Spring (maybe even in time for the Resource Rendezvous), which will provide all academic libraries the opportunity to develop these skills at scale so we can work to build sustainable relationships with vendors. You will get a preview of this curriculum and learn about the next steps in the project.